The New York City Mathematics Project (NYCMP), a nationally-recognized professional development program of the Institute for Literacy Studies at Lehman College, CUNY, has been providing support in mathematics education to NYC public school teachers and administrators for 27 years.

Professional Development Workshops & Graduate Seminars Overview

Workshops and Seminars are offered after the school day as well as during the day. Professional Development can be held either on-site or at Lehman College. Seminars are designed to help participants develop the content knowledge and pedagogical skills necessary for effective mathematics instruction with assessment in the elementary, middle, and high school grades. All workshops and seminars are aligned with the Common Core Learning Standards.

Workshops & Study Groups

The NYCMP designs special series either in the form of workshops or study groups for educators who wish to explore a particular topic more fully. Recent topics have included mathematics and the English Language Learner, literacy strategies in mathematics, cooperative learning, use of manipulatives, and the ways in which technology can support teaching and learning in mathematics. Study groups and workshops are designed by Mathematics Project staff and school personnel.

Graduate Education Seminars

The NYCMP offers after-school, Saturday and summer seminars at schools or at Lehman College. The content includes a progression from inquiry-based teaching and assessment to applications including increasingly complex mathematics tasks. All seminars are aligned with NCTM Principles and Standards and the NY State Standards for Mathematics. Seminar content incorporates the key concepts and procedures of mathematics and highlights mathematics as a process of identifying, exploring and solving problems and web-site development. Uses of technology are infused throughout all seminars. Participants also consider ways to build on the strengths of the individual student by describing and reflecting upon their observations of student work and using them to inform teaching. We encourage participants to use of a range of methods: reflective journals, portfolios, written descriptions of problem solving, student creation of problems, technological applications (such as interactive software, Internet sites, graphing calculators, and interactive video), and performance-based assessments.